Foreword
Sarah Elaine Eaton
Undergraduate Scholarship and Academic Integrity
In the dynamic realm of higher education, the pursuit of knowledge stands as the cornerstone of personal and societal progress. At its core, the undergraduate experience is a transformative journey, where young minds grapple with ideas, cultivate critical thinking, and lay the foundation for a lifelong commitment to learning. Yet, this intellectual journey is not without its challenges, and none more significant than academic integrity. As we navigate the corridors of educational institutions, and the virtual synchronous and asynchronous online learning spaces, the concept of academic integrity is not merely a set of rules about how to avoid plagiarism, or regulations about how to write an exam without cheating, but a guiding principle that shapes the very essence of scholarly pursuit and lays a foundation for ethical decision-making beyond classrooms and other learning spaces. This digital edited volume, Discipline-based Approaches to Academic Integrity, delves deep into the multifaceted landscape of academic integrity, unraveling its significance in the context of undergraduate education.
In an era marked by unprecedented access to information, the temptation to cut corners in the pursuit of academic excellence has never been more pronounced. Under the careful and thoughtful editorship of Dr. Anita Chaudhuri, the authors of this book embark on a compelling exploration, unpacking the myriad reasons why academic integrity is not just a regulatory framework but a moral compass essential for the development of responsible, ethical citizens. Each chapter a comprehensive examination of the impact of academic dishonesty on the individual, the academic institution, and society at large.
Brenda M. Stoesz, Robin Attas, and Hafizat Sanni-Anibire write about “Academic integrity and accommodations: Challenging the misconceptions”, highlighting the importance of equity, inclusion, and accessibility as fundamental to academic integrity. Patterson’s chapter, “Academic integrity and professional identity: We become what we practice” connects academic integrity to students’ professional identity and agency as learners. Next, Naeem Nedaee argues for humanities education to focus on socially relevant knowledge, accountability and social justice in the chapter, “Extending Care: Integrity, Ethics, and Social Justice in the Humanities”. In “Writing With Help: What Is and Isn’t OK?”, Joel Heng Hartse troubles some of the complexities about various sources of writing help available to students, including both institutional writing centres and paid tutoring services. Lisa Grekul continues the conversation about writing in her chapter, “The importance of being earnest and ethical: Academic integrity in the context of creative writing”, in which she considers ethical considerations from the perspective of writing as a craft. The book’s editor, Anita Chaudhuri, contributes her chapter, “‘I learned to pour my thoughts out on paper’ to make it my own”, as she tackles the complex topic of ownership, writer’s voice, and identity as they relate to academic integrity. In the concluding chapter, Subrata Bhowmik, extends the conversation about textual ownership in his chapter, “A cultural understanding of ownership of texts and academic integrity”. Drawing from a rich tapestry of real-life examples and providing practical recommendations, collectively these authors illustrate the importance of academic integrity across a variety of disciplines.
By embracing an innovative and inclusive approach as an Open Educational Resource (OER), this book can extend its impact far beyond the confines of traditional academic settings. By adopting this format, the book transcends geographic and economic barriers, democratizing access to crucial insights on academic integrity. As an OER, it is a freely available reservoir of knowledge, accessible to students and educators worldwide, irrespective of financial constraints. This democratization of information not only amplifies the reach of the book but also aligns with the ethos of open education, fostering a collaborative and community-driven model of learning. In doing so, the work not only contributes to the intellectual growth of individuals but also serves as a catalyst for the evolution of a global academic community committed to the principles of integrity, accessibility, and shared knowledge.
This edited volume goes beyond a mere exposé of the challenges and pitfalls of academic misconduct, serving as a guide to practical strategies and insights for both educators and students to foster a culture of integrity within the academic community. The chapter contributors, recognizes that the responsibility for upholding academic integrity extends beyond the classroom and involves a collective effort from all stakeholders. By providing a roadmap for cultivating a culture of academic honesty, the authors empower readers to contribute actively to an environment that nurtures intellectual growth, fosters collaboration, and instills a sense of pride in one’s academic achievements.
At its core, this book addresses the pressing need for a paradigm shift in how we perceive and approach academic integrity in undergraduate education. Through the lens of personal narratives, scholarly research, and best practices, the authors make a compelling case for the integration of integrity into the very fabric of the academic experience. They contend that fostering a culture of academic integrity is not only a moral imperative but a strategic investment in the future, producing graduates who are not only well-versed in their chosen fields but also equipped with the ethical foundation necessary to navigate an increasingly complex and interconnected global society.
In conclusion, Discipline-based Approaches to Academic Integrity is as an indispensable resource for educators, administrators, and students alike. The contributors collectively and individually challenge us to re-evaluate our understanding of academic integrity, urging us to recognize its centrality in shaping the character and future trajectory of undergraduate students. As we embark on this intellectual voyage, these chapters serve as a guiding beacon, illuminating the path toward a more ethical and resilient educational landscape.
Sarah Elaine Eaton
University of Calgary, Canada
